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cahyono, didik
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Journal : COMPETITIVE: Journal of Education

 1 
A Comparison of John Dewey and E. D. Hirsch's Thoughts on Determining Quality Educational Goals Darmawati.R; Prayitno, Mustofa Aji; Solehuddin, Moh.; Sappaile, Baso Intang; Cahyono, Didik
COMPETITIVE: Journal of Education Vol. 2 No. 3 (2023): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v2i3.35

Abstract

This paper explores the views of John Dewey and E. D. Hirsch on determining quality educational goals, and compares the similarities and differences between their approaches. The main objective of this research is to provide a comprehensive understanding of the two prominent educational theorists and their ideas on quality educational goals, and to examine how their approaches differ and overlap. To achieve this objective, the research methodology adopted in this study is a comparative analysis of the two thinkers' views on education. The study begins with a thorough review of the literature on the educational theories of Dewey and Hirsch, followed by a comparative analysis of their approaches. The comparative analysis includes an examination of their perspectives on curriculum development, experiential learning, cultural literacy, and knowledge-based education. The data collected from the literature review and comparative analysis is then synthesized to develop a comprehensive understanding of the similarities and differences between Dewey and Hirsch's approaches to determining quality educational goals. The findings of this research suggest that while Dewey and Hirsch's approaches differ in their emphasis on experiential learning versus cultural literacy, they share a common goal of providing a quality education that prepares students for active and engaged citizenship. Additionally, both Dewey and Hirsch emphasize the importance of effective curriculum development and individualized learning. Education policymakers and practitioners can draw on the insights provided by this research to develop a holistic approach to education that incorporates the strengths of both Dewey and Hirsch's perspectives.
Co-Authors Ahmad Fajri Ahmadi, Amelia Hardiyanti Akmalia, Siti Almira Ulimaz Amar Salahuddin Ameliana, Ameliana Annas, Annisa Nuraisyah Anri Naldi Arafah, Andi Asrafiani Arianto, Farhan Cahya Arif Setiawan Arifudin, Opan Aristanto, Aristanto Aryadi, M. Dandy Asiyah, Dewi Baso Intang Sappaile, Baso Intang Cahyaningrum, Gyta Darmawati.R Dhaniswara, Erwin Diah Astuti, Enny Fauzi Fauzi Fauzi, Lutfi Muhammad Fauzi, Muhammad Sukron Fitriah Handayani Gatot Wijayanto Gingga Prananda Guntur Arie Wibowo, Guntur Arie Hamdiana, Hamdiana Huda, Muchamad Samsul Ibrahim, Charisma Azizah Ilham Ilham Intes, Amina Jamil, Muhammad Sajid Jehosua S.V. Sinolungan Judijanto, Loso Jupri Jupri Komaria, Winda Kusayang, Titin Kusumawijaya, Rizal Izmi Mangape, Gideon Mansyur Srisudarso Mardikawati, Budi Markus Asta Patma Nugraha Marzani, Marzani Masdarwati, Masdarwati Mohammad Iskandar Dzulkurnain Muh. Safar, Muh. Naheria, Naheria Nasar, Ismail Nofirman, Nofirman Norjannah, Norjannah Nur, Rezeki Nuridah, Siti Nurjamal, Nurjamal Nurkadri, Nurkadri Palapa, Kaleb G. Pannyiwi, Rahmat Paryadi Paryadi, Paryadi Philippus, Hendra Saputra Pratama, Edo Yuliandra Prayitno, Mustofa Aji Rachmat Susanto Rahmadani, Agung Rahmi, Hanifatul Risky Putra Cahyadi Rizky Wardhani Rohani, Tri Rukiyanto Rukiyanto, Rukiyanto S Siswanto Saiin, Muhammad Sapulete, Jance J Sari, Mike Nurmalia Sembiring, Rinawati Sherly Franchisca Sima, Yenny Solehuddin, Moh. Sri Ariyanti Subaer, Sukma sukriadi sukriadi Suyitno Suyitno Suzana, Dona Tahalele, Olivia Tri Astuti , Missi Windha Pagiu , Hayuti Yuningsih , Silvia Anita